抗战时期彭桂萼的边疆教育思想和实践  

Peng Gui-e's Frontier Education Thought and Practice During the Anti-Japanese War Period

作　　者：杨宝康 刘山青 YANG Bao-kang;LIU Shan-qing(West Yunnan Normal University of Science and Technology,Lincang,Yunnan 677000)

机构地区：[1]滇西科技师范学院,云南临沧677000

出　　处：《云南开放大学学报》2023年第4期103-109,共7页Journal of Yunnan Open University

摘　　要：抗战时期,边疆教育实践家彭桂萼是云南边地教育的积极参与者和重要贡献者之一。经过多年的边疆教育实践和深入的教育考察,彭桂萼认识到边地教育是边疆建设中的根本大业,形成了因地制宜推进边疆教育、边疆教育是构建民族国家的重要途径和为改进边疆教育建言献策等边疆教育观和具体实践。彭桂萼的边疆教育思想和实践体现了边疆先进知识分子试图通过发展边地教育实现抗战建国和构建民族国家的不懈追求,既折射出边疆教育的时代特征和民族平等互助的意义所在,也映照了边疆先进知识分子在教育理想和国家责任中的坚定选择,即使在今天仍然富有深刻的启迪和现实意义。During the Anti-Japanese War period,Peng Gui-e,a frontier educator,was an active participant and great contributor to education in the border areas of Yunnan province.After years of practice and in-depth educational investigation in frontier education,Peng Gui-e realized that education in border areas is the fundamental cause of national border construction,and formed frontier education concepts and specific practices,such as promoting education in border areas according to local conditions,making frontier education an important way to construct a nation-state,and offering advance and sug⁃gestions for improving frontier education.Peng Gui-e's frontier education thought and practice embody the advanced frontier intellectuals'unremitting pursuit of achieving the goals of winning the enemies,rebuilding the country,and constructing the nation-state through developing frontier education,which not only reflects the historical characteristics of frontier education and the significance of ethnic equality and mutual aid but also demonstrates their resolute choices in educational ideals and national responsibilities.Even today,they still have profound enlightenment and practical significance.

关 键 词：彭桂萼 中华民族 边疆教育 教育思想 社会教育 

分 类 号：G40-09[文化科学—教育学原理]